快活林性息

Are there formal 快活林性息 policies related to academic honesty?

Yes, this is the first policy listed in our听.听On this page you will find:

• the听听at 快活林性息
• the听
• 听
• the听听at 快活林性息 (this is included in the听Student Handbook听distributed at New Student Orientation)

In light of our CV19 moment, the听听Campuses have been urged to take into consideration: alternate assessments (see Reducing Temptations below), equity, privacy and disabilities accommodations.听

Recall that the Faculty Senate has the power to adopt updated policies on promoting听Academic Integrity.听Faculty Development has subject matter expertise and could provide partnership should the senate wish to pursue a revision.听

How do I cultivate academic honesty in my courses?

It is not too late to address this with students in the middle of the semester, especially if your assignments have changed. Integrating these practices before the course begins is most ideal.

Strategy 1:听Discuss academic integrity in your syllabus

Academic integrity听听strongly advise this as the first and most important step for faculty.

• Amend your syllabus today and email your students a revised version. Share with them your renewed interest in fostering a culture of academic integrity thereby demonstrating an interest in their success! This small intervention could prevent cheating on your finals this semester.
• Include in your syllabus multiple student resources (e.g., campus offices, tutoring, resources for how to cite work properly) to combat temptations to cheat--students plagiarize because they feel academically insecure.
• Keep in mind that there isn鈥檛 always agreement among faculty or understanding among students about 鈥済ray areas.鈥澨� Use these gray areas as opportunities to engage your students in a dialogue about YOUR expectations, and don鈥檛 assume they are obvious to students.听 For example, if the students in a group project don't all contribute equally to the work, is it cheating that they have put their name on the final project/presentation when they may have done very little?听 Or, if a group of students studies together for an essay final exam using a study sheet you've distributed, will you view it as cheating if they all write similar answers?

Want help constructing language about academic integrity in your syllabus?

• 听has a resources page听with sample syllabus statements from at least 6 different universities.
• UC San Diego鈥檚 Academic Integrity Office offers听听for syllabi.
• What's the line between collaboration and copying when students work together? UC San Diego鈥檚 Academic Integrity Office听also provides guidance on how to communicate integrity for听听such as听group projects.

Strategy 2:听Embed student assignments on academic integrity in your course

Including a short low-stakes assignment that demonstrates WHY integrity is essential not only as a student, but after students graduate. Bring home the point why our society would be seriously disrupted and dysfunctional if everyone cheated in life. Can you give real-world examples of how this unfolds in the workplace? `

• Our very own听听you can share with students to learn how to cite sources properly. They even have听听
• Something short and sweet for students to read include: Grammarly Blog () and The Writing Cooperative ()
• 听offers a听larger collection of resources.
• Want to send students a video about academic integrity? This Multimedia Resources page of the听听page has award-winning听videos听depicting this topic creatively (and with humor); most are created by students themselves.

Strategy 3:听Model academic integrity for students

How are you modeling the idea of integrity for your students in all interactions?听 Sometimes a powerful way to teach this practice is to allow them to see us in action and for us to reveal our meta-cognitive decision making process. For instance, if our powerpoint slides do not have citations do we say "whoops, my lecture slides are not following my standards of integrity because I forgot to include a citation on this slide." Or when we expect students to be responsive to us and turn things on-time, do we maintain our integrity by reciprocating our standards by responding to student emails and returning graded work on time?听

How do I reduce the temptation to cheat?

1. Modify Assignments

1. Are you using memorization-based assessments (e.g., multiple choice tests sometimes from publisher test banks)? We get it because it takes a long time to create exams. Often using these test banks while never changing these lower-level critical thinking questions provide fertile ground for cheating. 听Because higher-level critical thinking is a hallmark outcome that faculty want for students, a careful re-examination of course objectives often results in modifications to course assignments.听
2. Does a high percentage of the final course grade originate from a few exams? If so, this is what's called high-stakes assessment usually with the primary goal to demonstrate summative assessment (did students get it or not vs. learning from the assessment). Instead, consider weaving in more lower-stakes (lower % points) opportunities for students to learn from the exams/assessments so they can use that feedback to improve. This type of course design, not only invites students to engage and ask themselves, what do I need to do differently so I can still be successful in this course, but also reduces the temptation to cheat.听

2. Join a Faculty Development Program to Learn More

Need some inspiration of what to do instead? Faculty Development programs & resources that discuss redesigning assessments includes:

• Remote Teaching Canvas Community听(self-enroll today) when you must听Teach Through a Disruption
• Get Up to Speed with Online Teaching听(will be offered again in Fall 2020)

2. Explore Guidance from Others

The Chancellor's Office has听听however, they also provided these timely resources by others:

Resources & Tips

• -听This page provides information on options for virtual assessments and promoting academic integrity on out-of-class assignments, as well as links to several sites listed below.
• (10 Alternatives to Exams; Special Advice for Open-Book Assessment in Quantitative Courses)
• 听(This site includes questions to help focus in on the skills and knowledge an assessment should include.)
• (A chart listing assessment options and their potential impact on student performance and well-being.)

Recorded Workshops

• 听CSU Monterey Bay provides an outline of a recorded presentation created by The Ohio State University that links to sections of interest. Topics include limitations for students, possible modifications, possible exam structures, deciding what to test, alternatives to exams, and alternatives to performances. They don't use Canvas so if you choose to watch this, please know you'll have to think through if and how their suggestions can be applied at 快活林性息 (if at all).
• : Recording of the April 2020 Meetup led by the Association for Authentic, Experiential and Evidence-Based Learning that addressed how students can generate and show evidence of learning through ePortfolio approaches, even without an ePortfolio tool. Site includes links to resources shared by participants.

Articles & Views

• 听SJSU's Mary Poffenroth, faculty member in the Department of Biological Sciences, addresses concerns about and offers strategies for moving quizzes and exams online.
• 听Hybrid Pedagogy's article titled听Our Bodies Encoded: Algorithmic Test Proctoring in Higher Education
• 听(Chemistry professor Blake Gillespie discusses a blog post about meaningful assessment; Sociology professor Luis Sanchez reconsiders assessment and student learning during the pandemic.
• An article from 2013 on having students create concept maps instead of taking a traditional final exam.
• : An April 27, 2020 article in the Chronicle of Higher Education, featuring a chemistry professor who allowed students to complete a take-home final, write an essay on what they learned in the course and during the pandemic, or propose their own final project.听

4. Create a Testing Environment that Minimizes Temptation in Face-to-Face Classes

• Require that听cell phones are put completely away听during exams. 听Using cell phones to take pictures of exams and to answer questions can be very tempting and has been an issue here at 快活林性息. 听What does your syllabus say about having cell phones out during exams?
• Change your exam questions听frequently. The World Wide Web has facilitated cheating by allowing students to investigate through past students (e.g., cohorts, student groups/clubs) what questions or even what topics will be on an exam. 听There is also a growing online cheating marketplace in which this information can be purchased by students.
• Check听student IDs;听it actually doesn't take that long
• Walk around听the room, even in smaller classes (e.g., 20-30 students) and avoid using this as time for you to catch up on work/email (it鈥檚 tempting for us too); the research is clear that when people perceive they are being watched, their behavior changes
• If students talk with you during the exam, always听position your body听facing the class with eye contact at the class and NOT the student potentially distracting you
• On testing days, require听surprise seating arrangements听to re-arrange where students normally sit; spreading students out if possible
• If you use听bluebooks听(or are they green now), require everyone to turn in a blank one and听redistribute; this prevents arriving at a test with notes in their bluebook
• Number your exams听AND determine if you got them all back; if not, assume it is online for purchase now. Make a new exam!
• On testing day pass out tests one-by-one or听watch each person in a row听take one test; it doesn鈥檛 take that much time -- even in a 200 plus class size.

How do I promote academic honesty in an online environment?

Please be sure to first review the guidance in the above tab on reducing temptation to cheat.听

听is a plagiarism detection software that is automatically embedded as a Canvas activity option for submitting course papers. However, when you give students quizzes online on Canvas, there is no way to ensure that they will not copy, print or take photos of the exam. However, there are some strategies you can take to minimize the risk of academic dishonesty. Below are some strategies to promote academic honesty in an online environment.

Honor Statement

Use an听honor statement. Use text similar to the below in the directions for your online quiz or test:

You may use your books and notes while taking the test but you must work on your own. Do not share your answers or discuss with anyone, even after completing the test. You will have 60 minutes to complete the test up until the deadline of Tuesday at 11:55 PM. All tests will be automatically submitted at 11:55 PM regardless of how much time the timer says because that is the final deadline.听Please read the statement below carefully before beginning the test:听By selecting听Attempt quiz now, I acknowledge that I am the assigned student taking the quiz and the work is entirely my own.

Create Higher-Order Questions

Create quizzes that听encourage knowledge transfer vs. recall,听and consider using听higher order questions. Open-ended, analytical, or problem-solving questions are harder to copy than mechanical and discrete questions.

Modify Question Settings

• Shuffling the options听within questions (e.g., multiple-choice options). However, for shuffling within questions, if you have any 鈥渁ll of the above,鈥� 鈥渘one of the above,鈥� or 鈥淎 and C are correct鈥� kind of options and enable this setting, it is recommended that those questions be rewritten to say 鈥渁ll of these options,鈥� 鈥渘one of these options,鈥� or something along these lines.

• Include听a time limit听for completing the quiz, as this reduces the amount of time that students have to be fact-checking or looking for the answers (suggest T/F 30-45 sec, ABCD 60-90 sec).

• Consider听not听selecting the option to听release scores听or answers until after the quiz closes. This way someone who finished the quiz first cannot pass the answers along to classmates who have yet to take the quiz.

• Build听a large pool of questions听and randomizing the questions pulled from your question bank. The larger the question bank, the more chances that students will get entirely different sets of questions.听

How do I build online exams in Canvas?

For a quick tour of the Canvas Quiz tool, watch this听听for an overview of the tool. Below is a curated list Canvas Guides to help you get started with creating an online exam in Canvas.

• To build your quiz from the beginning, visit the Canvas Guide on听.
• To create question banks in Canvas, visit the Canvas Guide on听
• To randomize your quiz questions, visit the Canvas Guide on听
• To learn about Quiz settings, visit the Canvas Guide on听
• To learn how to use common Canvas Quiz question types, visit the Canvas Guides on听,听,听, and听听quiz questions.
• To learn how to set a Canvas Quiz to show one question at a time, visit the Canvas guide on听
• To learn how to provide accommodations on a Canvas Quiz for students, visit the Canvas Guides on听听and听.

For more Canvas guides about quizzing, visit the听.

If you discover that students are struggling with wifi access, you may need to reconsider your approach.听

What advice can we give our students for taking exams in Canvas?

Here are some recommendations to provide to your students for taking an online exam in Canvas.

• 锘匡豢Find a quiet area to take the Canvas Quiz with minimal distractions.
• 锘匡豢Make sure electronic devices (laptop recommended) are charged or you are seated near a wall outlet.
• 锘匡豢Take the Canvas Quiz in a place with a strong Wi-Fi connection.
• 锘匡豢Do NOT use the Canvas Student App for online exams. Instead, use an Internet browser (Google Chrome is recommended).

Visit the Student Canvas Guide on for instructions on how to take online quizzes in Canvas.

What should I do if I discover a student cheated?

Many faculty aren鈥檛 prepared for this moment, but the fact that you are reading this means you will be!听

Report It

Don't be a bystander. Did you know even if you don鈥檛 impose a grade penalty for a student who has been academically dishonest, as defined by the 快活林性息听, you STILL must report the student to the Office of Vice President of Student Affairs听听because the behavior is likely to be repeated. 听Read the full 快活林性息听听including the formal听. The Director of Student Conduct & Ethical Development is an excellent resource to help faculty navigate the process (818.677.2391).

Calmness is Strength

Depending on when and where you discover the dishonest act, it is important to balance and maintain the perspectives of (a) your emotional reaction (e.g., it鈥檚 normal to feel shock, anger, or disappointment--but temper that in the moment), (b) the dignity of the cheating student (e.g., humiliation doesn鈥檛 result in deeper learning) and (c) the overall experience of witnesses. You should avoid negative over-reactions and public responses that humiliate and distract others. Making a spectacle or 鈥渁n example鈥� out of a cheating student in front of the entire class isn鈥檛 likely to result in effective learning. Handle the event privately and calmly.

• UC San Diego's Academic Integrity Office offers听听(i.e., clear, compassionate, & candid) and even provides sample scripted questions you can ask the student in the moment.听

Collect Evidence

Take the necessary steps to investigate if dishonesty has actually happened and gather proof/evidence; lacking evidence can present more complexities and challenges. This may or may not involve asking that student questions. Be mindful of your unconscious biases about that particular student.

Consult

Consult with your Department Chair to seek guidance on how to effectively talk with the student about their dishonesty. But this is not a requirement. UC San Diego鈥檚 Academic Integrity Office has a great page with advice on听.

Facilitate Student Learning & Consequences

• What is the appropriate way for this student to truly learn about academic integrity and what consequence is appropriate? As outlined by the听, there are two kinds of consequences: course-level penalties (e.g., lower grade on assignment or overall course) and institutional-level "disciplinarian actions" (e.g., expulsion from 快活林性息). Faculty have full autonomy on their course-level penalties (and still must report those penalties) and can request that harsher disciplinary actions also be imposed by the Office of the Vice President of Student Affairs. This office decides on disciplinary actions.
• UC San Diego has a听听of consequences that you may find helpful when making these decisions. For instance, to facilitate student learning about integrity听they听require students complete academic integrity reflection papers and/or complete an academic integrity seminar at their own cost.

Where online do students obtain our papers & exams?听

Unfortunately many of us have discovered our materials (e.g., our test questions, papers) on a variety of websites claiming to offer听study aids. Many of these websites are being used by students in a dishonest way. Reduce student temptation by investigating if these sites are harboring your course materials. This is NOT a comprehensive list obviously; if you find others you think we should add to this list, email us at听听(last updated March 13, 2020):听

• 听

What should I do if I find my materials?

If you discover your materials are on one of these sites, contact them and demand that they remove them since they are your intellectual property. Assuming they want to avoid legal problems, they should comply with your orders. Consider sharing this with your department chair so local discussions can emerge on how to make positive changes.听

Who at 快活林性息 can provide further assistance?

Fortunately, 快活林性息 is highly motivated to support faculty in becoming better equipped to promote academic honesty. Consider the various supports:

• Contact Zeina Otaky-Ramirez,听Assistant Dean of Students & Director of Student Conduct and Ethical Development听()听
• A department chair who has recently experienced navigating this process effectively
• Your college Associate Dean
• Elizabeth Adams, Associate Vice President of Undergraduate Studies

What efforts has 快活林性息 been taking to address academic honesty?听

• In Spring of 2015 the Office of Faculty Development, under the guidance of Undergraduate Studies, hosted a one-day campus-wide Academic Integrity retreat featuring well-known academic integrity expert听. This event was well-attended event by both part-time and full-time faculty and resulted in discussions among faculty on best practices to promote integrity.
• In Fall 2016, a follow-up workshop was held. The Office of Faculty Development and Academic First Year Experiences co-hosted a workshop to again discuss best practices to promote academic honesty.听听presented by Kim Henige, Stefanie Drew, Hillary Kaplowitz, & Sam Lingrosso.听
• In Spring 2016, this Faculty Development toolkit of resources was created.听
• In Fall 2016, Faculty Development, under the guidance of Undergraduate Studies invited听听to serve as a consultant to help a group of faculty and staff, led by Sheena Malhotra, Faculty Development's Director of Special Projects, to make a recommendation to the campus on this issue.
• At this point, in order for a comprehensive cultural change to take place at 快活林性息, we need Faculty Senate, Student Affairs and Undergraduate Studies to partner together to review the extensive recommendations to update our current academic dishonesty policies.

What additional resources do you suggest?

Here are a few resources for deeper discussion:

• 听Northern Illinois University's Faculty Development & Instructional Design Center
• 听is a comprehensive user-friendly resource-rich website with听ideas such as:
  • , including more syllabus ideas
  • , including providing a pathway for student witnesses of cheating to report
• The听听Resource page has award-winning听videos听depicting this topic creatively. These could be utilized in your courses as a tool for discussion.听
• 听听is a website dedicated to teaching students about integrity with resources for faculty and administrators.
• Our CSU neighbor, Dominguez Hills provides听听for faculty to promote honesty.
• The Office of听听hosts the resources collected as a result of our co-sponsored Academic Honesty workshop.听